The moon has no gravity: examples of idea-mixing in explanations of physical processes

Abstract

Abstract This paper presents a discussion of the role of student alternative conceptions in learning, and the ways in which non-scientific ideas can influence the acquisition of scientific models. Sample interviews with students provide a window into the role that prior knowledge plays on the development of ideas within the general adult public, and particularly the ways in which instruction can interact with this prior knowledge. We find evidence for a variety of ways in which students mix scientific and non-scientific ideas within geoscience. This work is in alignment with prior work on student conceptual understanding, and further supports the idea that lecturers must pay careful attention to prior knowledge when presenting new theories, models or paradigms. We conclude with suggestions for instructional approaches which are useful for uncovering students' prior knowledge.